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Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.

I am currently collaborating with two of our English teachers to co-design and co-teach research and content creation for digital research projects.   Susan Lester (10th Honors World American Literature/Composition) and I began our project about three weeks ago (read more in this blog post), and I’ll be working with John Bradford (11th Honors American Literature/Composition) as of Tuesday for the next month or so on his twist on the project (more details coming soon).  In both of our collaborative projects, we felt our students were not quite ready  in terms of skill sets or prior learning experiences to completely open up the possibilities for a digital research “paper” or project although students do have creative latitude in choosing and designing their multigenre elements that will be integrated into the wiki based “text”; students also have the option to integrate multimedia into each section of their wikified “papers”.

the three of us  felt torn in wanting to open up the options and not setting up students for utter frustration (to the point many would completely shut down) in terms of combining two advanced skill sets (new research skills and content are being introduced);

Experts figure that kids today read and write even more than previous generations. And they do so in a broader and more complex environment — though not always in academic ways.

Roberts wields every tool available to lift students toward "new literacies," the confluence of language and technology that's evolving as fast as researchers can study it.

as 21st-century literacies blend with traditional skills.